Acquisition of Verb Meaning From Syntactic Distribution in Preschoolers With Autism Spectrum Disorder

Conclusions This finding replicates and extends prior work on verb learning in children with ASD by demonstrating that they can attend to a novel verb's syntactic distribution absent relevant visual or social context, and they can use this information to assign the novel verb an appropriate meaning. We discuss points for future research, including examining individual differences that may impact success and contrasting social and nonsocial word-learning tasks directly.
Source: Language, Speech, and Hearing Services in Schools - Category: Audiology Source Type: research